Songs have been present in peoples lives from the very beginning of humanity. They have been with us during religious ceremonies, in bars and in the shower. Songs have become an integral part of our language experience, and if used in coordination with a language lesson they can be of great value. The research, presented in this book considers a comparative study and analysis in the usage of song lyrics and the traditional more formal course book exercises in the teaching of Present Simple, Present Continuous and Past Simple tenses to year 7, 8 and 9 students. The aim of this book is to introduce the different methods of teaching English verb tenses, the use of song lyrics and music in the EFL classroom. It also focused on the reasons for using songs by demonstrating their effectiveness as a learning tool. The fact that grammar teaching may sometimes appear to be boring for certain students may make them rather unwilling to learn the grammar of a foreign language. In this situation, teachers should find some alternative, more motivating ways of teaching it.
The increasing importance of communication in our globalizing world has brought forth the necessity of learning a foreign language. Countries have been working on teaching their languages. The number of similar studies in Turkey increases gradually and in this context, teaching Turkish to foreigners has become common rapidly. Turkish is taught in many places not only in the country, but also internationally. Institutions teaching Turkish compose their own teaching materials in parallel with their curriculums. Various approaches in terms of content can be observed in these curriculums. As also seen in the coursebooks evaluated in one of the chapters of this study, tenses in Turkish are taught in different orders. This case, which is also regarded as a variance of approaches, exhibits the lack of a universal attitude towards teaching Turkish to foreigners.The purpose of this study is to propose solutions to the matter of teaching order of tenses in Turkish teaching programs, as well as propounding a standardized approach towards this issue. As an outcome of this research, a sample lesson plan is also attached.
This work is a Contrastive Analysis of the English future tenses and their Albanian equivalents. The tenses in general, and the future tenses in particular are difficult to be learned by the Albanian learners of English as a foreign language. In this study we have investigated and analysed what causes these difficulties. The Future tenses in both languages are analysed by manner of formation,form, usage, modality and aspect in order to find their similarities, dissimilarities and identities.
This study sought to establish how teachers of English use drama techniques to teach. It aimed to establish how effective language teaching could be achieved through use of drama techniques that enhance authentic language use through learners’active participation. The study addressed the missing link between teachers methodology, choice of content and learners participation that justified the need to use classroom drama with shortcomings in the latest publications of English course-textbooks in mind. The study revealed that use of drama techniques was limited because teachers selected approaches that would enable them to easily complete the syllabus. In addition, drama techniques use was challenged by inadequate time allocated for teaching of English and the teachers unpreparedness to use it because of the tasks involved in preparation for such lesson. The study recommended that lessons be preceded with drama,or activities that stimulate learners. There was need to select a method that would ensure that learning was student-centered rather than teacher-centered. The findings would be useful for teachers and course designers for the improvement of quality of teaching and learning.
The strategies for teaching English have undergone various changes due to the gradual changes in the approaches that underpin language learning. This study sought to investigate how teachers of English in a Tanzanian secondary school use various strategies to help learners develop communicative competence in English. The literature reveals that the teaching of English in Tanzania is encumbered by many challenges. The study confirmed that both teachers and students face challenges that impede the use of more effective. strategies in developing language competence. Such challenges include learners’ language background, inadequate teaching and learning resources and teachers’ lack of knowledge and skills in using CLT methodology, coupled with poor teacher training among other challenges. In addition, the findings established that though the teachers of English endeavor to use a variety of strategies, there is a need to improve the way these strategies are used so as to develop communicative language competence in learners. The study recommends that teachers of English should employ more interactive CLT strategies that would enhance communicative language competence in learners.
Nowadays, where ever you go around the world you can find a certain people who can communicate with English Language. Because of globalization and other reasons English is going to be the language of the world .Apart from the use of English as their mother tongue in some countries there are a number of countries who can teach English as Second Language or Foreign Language. Hence, in order to use English Language more effectively and efficiently having rich knowledge of vocabulary is crucial. In most cases you can find communication break down when the students at school are not able to recall the appropriate word for the right situation of interaction. So in order to overcome this and similar problems the use of visual materials in teaching English Language vocabulary is mandatory. The use of visual materials makes the meaning of the words memorable and long lasting in students mind. As a whole, it is believed that the book will be helpful for students, teachers, course book writers and related professionals especially, in Ethiopian context.
The study sheds light on the use of role-plays in speaking activities in primary school and considers its contribution to students’ motivation to mastering the language. The work describes the specific features of the use of role-plays at the English language lessons in primary school and suggests guidelines to the most effective ways of its organizing at the lesson. The value of the research lies in the development of pedagogical and methodological aspect of the use of role-plays in primary school. The obtained data may be used by teachers of English as a foreign language at schools and kindergartens and by lecturers on methodology of the English language teaching and pedagogic.
Despite ambitious political plans and substantial economic investments, there are - at best - mixed experiences with the introduction of ICTs in classroom settings in most western countries. Norway is an interesting case in point because it is the OECD country with the highest ICT use among pupils and the best school level ICT infrastructure, yet at the same time experiences the greatest relative decline in skills and knowledge from 2003 to 2009 as measured in the PISA study. In trying to better understand some of the processes responsible for this state of affairs, this book examines how and why teachers of English as a foreign language (EFL) make use of ICTs in their teaching. Based on data from a national survey of lower secondary school EFL-teachers, it is possible to discern the common characteristics of high ICT intensity teachers. Among the most salient factors we find stronger faith in the objectives set out in national plans and strategies. Educational ICT initiatives enter a subject specific context which must be sufficiently acknowledged by administrators and policy makers in order to make optimal use of ICTs'' positive potential.
Reservations have been raised about the integrated approach to the teaching of English in secondary schools in Kenya since its introduction in 1985. This book provides an insight into stakeholders'' conception of the integrated English language curriculum for secondary schools, preparation of teachers of English to implement the integrated English language curriculum, use of integrated approach in English language lessons and in other subjects, extent to which external evaluation of English language is based on the integrated approach, extent to which English language textbooks are based on the integrated approach, extent of integration in the English language syllabus in terms of objectives, content, learning activities, teaching methods, suggested resources and evaluation procedures and challenges and opportunities available in improving the use of the integrated approach in English language teaching and learning. The book reveals areas of deficiency in the English language curriculum and teacher education. It provides opportunities for review of both the curriculum and pedagogy in secondary schools.
One of the most effective skills in studying English is the ability to feel confident in using different grammar structures. The reference guide helps to find your way through the maze of numerous English verb forms in a short time. Such categories as voice, mood, basic verb forms, sentence structures are defined and explained in a form of tables with several examples to each rule. The combined chart of tenses is given in the guide too.
One of the most eff ective skills in studying English is the ability to feel confi dent in using diff erent grammar structures. The reference guide helps to fi nd your way through the maze of numerous English verb forms in a short time. Such categories as voice, mood, basic verb forms, sentence structures are defi ned and explained in a form of tables with several examples to each rule. The combined chart of tenses is given in the guide too. Один из основных навыков в изучении иностранного языка - увереннос
Death and Tenses explores the question of what tense we should use to refer to the dead. Focusing on sixteenth- and early seventeenth-century texts in French and Latin, it compares early modern examples with modern French and English, asking whether changes in more recent beliefs in posthumous survival have led to different tense usage.
This book investigates the pedagogy of English as a second language with specific attention to the use of resource materials in the classroom. The book highlights the use of different types of resources at the teachers' and learners' disposal for improving teaching and learning of English. This book is intended for secondary school teachers and any other scholars interested in the teaching of English as a second language
This study investigated the strategies used in teaching English language pronunciation in secondary schools in Meru region, Eastern province of Kenya. The specific objectives of the study were to: examine the kind of techniques and resources employed in the teaching of English language pronunciation, determine the factors that influence the choice and use of these techniques and resources, and determine their effectiveness on the pronunciation of the learners. The findings of the study showed that though teachers of English were aware of the pronunciation problems affecting them and their learners and were aware of the importance of the skill, there was very little they were able to do to improve the same. The study concluded that the available techniques and resources were not adequately utilized to develop desirable pronunciation in English language in secondary schools in Imenti North District and recommended that this skill be treated with more keen attention at all levels of education, since it is a key oral-aural aspect of language.
The study was planned to answer four research questions: 1. What is teachers'' attitude towards teaching English language in self contained classes? 2. Are teachers competent enough to teach English language in self contained classes? 3. What impact can training bring on self contained teachers and on English language teaching? 4. What is parents'' attitude towards self-contained instruction? The result of the study indicated that teachers were not interested to teach English in self contained class, teachers did not teach English language by integrating other subjects in their self-contained classes. They did not use appropriate teaching aids. Most of the time they depend on textbooks and they did not use different method of teaching such as dance and songs to teach English. Thus teachers were not competent enough to teach English language in self contained classrooms. With regard to training, most of the teachers want in-service training to be promoted and specialized in one subject area rather than staying self-contained teacher. Finally parents lacked good attitude towards self-contained instruction.